Educational Policy

Under the Individuals with Disabilities Education Act (IDEA), children with special needs are guaranteed a free and appropriate public education (known as FAPE), allowing for classroom accommodations and the use of an Individual Education Program, or IEP (NICHCY, 2012). Additionally, Section 504 of the Rehabilitation Act protects children with disabilities against discrimination to protect their right to public education. But what do these acronyms, initialisms, and numbers mean for your child?  

 

Educational Application

Under Section 504, individuals with physical or cognitive deficits have the right to participate in an educational experience equal to that of their peers, often in the form of testing accommodations or classroom aides (NCLD, 2013). IDEA, however, requires varied assessments to determine the nature of a child’s disability and to create an IEP, as well as a behavioral intervention plan, if needed. To learn more about the difference between IEPs and 504 plans, click here. 

 

The DSM-5 changes do not necessarily mean that your child’s existing IEP and support services will change. The educational policy definition differs from the medical/psychological diagnosis of ASD. To learn about the U.S. Office of Special Education Programs’ educational disability eligibility requirements, click here. 

 

If your child’s school attempts to alter or withdraw services, you may request an IEP team meeting, or seek a private evaluation (Massachusetts Advocates for Children, 2013). Remember that you are your child’s strongest advocate, and that educational support services are available. If you are concerned, talk to the teachers and specialists who work with your child to get an idea of how he or she learns and struggles in school.